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PubMed1989

An experimental analysis of milieu language intervention: teaching the action-object form.

The syntactic and pragmatic effects of a milieu language teaching intervention implemented to teach the action-object form were investigated. Subjects were 3 young children with borderline to moderate levels of mental retardation, all in the early stages of productive language development. After a prolonged baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Experimental control was demonstrated by a multiple baseline design across subjects. Generalization was measured along a variety of dimensions. Results indicated that subjects learned to generatively produce action-object combinations. These combinations were used in nonobligatory conversational situations as requests for objects/actions and as declaratives. Subjects also began to respond correctly to probe questions. The results support the conclusion that milieu training procedures can be used to enhance the acquisition and generative use of basic syntactic-semantic forms. The results also suggest that systemic adult commenting, child conversational "scaffolding," and spontaneous imitation may play significant roles for some children in the acquisition and generalization of language taught via a milieu approach.

Child↗
PubMed1990

Analogical learning and transfer in language-impaired children.

In this study, the trial-by-trial acquisition procedures developed by Gholson, Eymard, Morgan, and Kamhi (1987) were used to examine analogical reasoning processes in school-age language-impaired (LI) children and normal age peers. Subjects were 16 LI and 16 normally developing children between the ages 6:4 and 8:9 years. Half of the subjects heard only verbal presentations of the problems, whereas the other half heard the verbal presentations while simultaneously viewing physical demonstrations of the problems. The LI children who heard only verbal presentations of the problems took significantly longer to acquire the problem solutions than the other LI children and the normal children in both conditions. There were no differences in children's performance on the transfer task. Theoretical and clinical implications of the findings are discussed.

Child↗
PubMed1975

Self-retrieval and articulatory retention.

The effect of training in self-retrieval on articulatory recall was examined. Elementary school children practiced the syllables /ciks/ and /colt/ under two conditions: imitation and self-retrieval. In the latter condition subjects were asked to say the test object rather than to imitate its name. Over intervals of one day and five days there was no difference in retention as a function of the type of pretraining. Imitative responses decayed little over time and were, in general, always higher than self-retrieval responses regardless of the type of training during acquisition (self-retrieval or imitation).

Child↗
PubMed1976

Elicited imitation of selected features of two american English dialects in Head Start children.

Three measures were used to check the bidialectal imitative facility of 100 black, white, and Spanish-speaking Head Start children. In general, blacks and Spanish-speaking subjects performed more accurately on black English markers than on Standard English markers and whites, the reverse. When the children did make an error on the feature marker they usually substituted the opposing dialectal marker. Blacks and Spanish-speaking subjects were more apt to be accurate on the total sentence when it was given in black English. Several explanations are offered for group similarities and differences.

Black or African American↗
PubMed1976

Imitative modeling as a theoretical base for instructing language-disordered children.

A modification of Bandura's social learning theory (imitative modeling) was employed as a theoretical base for language instruction. This approach was experimentally compared to an alternative technique which required the subject to literally match each stimulus statement made by che clinician (mimicry). The results support the prediction that modeling is more effective in teaching the subject the appropriate grammatical rule, which he or she initially lacked. Moreover, subjects in the modeling condition exhibited both greater retention of the rule and a more successful generalization of it to novel contexts. The results are explained in terms of an "interference hypothesis," which suggests that a client's overt verbalization may interfere with the cognitive processing necessary to learn an abstract language rule.

Child↗
PubMed1976

The function of imitation in child language.

The use and function of imitation were examined for seven children in the early syntactic period of language acquisition. The use of imitation was determined by the percent of syntactic imitation out of total syntactic output. Based on this measure, the children were divided according to whether they used imitations minimally, moderately, or extensively. The function of imitative repertoires was investigated by examining the lexical, syntactic, semantic, and communicative-interactional aspects of language as they were reflected in imitation. The analyses revealed that degree of imitation interacted with function of imitation in the acquisition process. Management implications are discussed.

Child Language↗
PubMed1977

Effect of vicarious punishment on stuttering frequency.

This investigation explored the effect of vicarious response-contingent stimulation on the frequency of stuttering. Twenty adult stutterers spoke for 20 minutes, then observed a speaker on a videotape for 10 minutes, and then spoke for an additional 20 minutes. In one condition the speaker on the videotape was a severe stutterer who experienced a dramatic reduction in stuttering under a contingent time-out procedure. In a second condition, the videotape speaker was a severe stutterer who received no experimental manipulations. In the third condition, the videotape speaker was a normal talker who received no experimental manipulations. All subjects participated in all three conditions. Twenty of the stutterers experienced a significant decrease in stuttering as a result of watching the videotape model who received contingent time-out. The subjects did not exhibit significant changes in stuttering after watching the severe stutterer who received no treatment or the normal talker.

Adult↗